After spending five years preparing to prescribe IV fluids, senior students felt unprepared to do so. Contradictions, overlaps, and gaps within the curriculum introduced extraneous complexity. Confusion and apprehension resulted. tandfonline.com/doi/full/10.…

Institutions used metaphors of heroism to celebrate medical graduates whilst the graduates identified themselves as incapable, vulnerable and fearful because the institutions had not taught them to practise. asmepublications.onlinelibra…

UK students becoming doctors were unready for safe practice during COVID. Despite copious teaching and exams, inexperience of practice can cause paralysing fear. More supported experience could make students useful members of stretched clinical teams and safer graduates

OBE: recycled repeatedly for >50 years. Is it really the future? #AMEE2022 Atomising doctors into measurable learning outcomes cannot produce caring and capable doctors but does dehumanise and disillusion them. See this critique. Thoughts?

Wise clinicians help students learn from patients by: o Being supportive o Ensuring they participate o Giving slightly more responsibility than they expect with slightly more independence than they want o Trapping errors before harm ensues Helping students reflect on experience

"Contexts in which doctors learn to care for patients must be the contexts where doctors balance real benefit and harm. Education research within this complexity is in its infancy." Call for medical education research to 'get real' published in December issue of Medical Teacher

Doctors’ complex mix of attributes provides the human touch, which makes healthcare greater than a series of ‘correct’ actions. Patients & doctors will be mutually safer when we return to educating doctors to respond wisely to complexity, rather than just in assessable ways.

Interprofessional knotworking transcends boundaries between professions, allowing lambs rather than wolves to remove the boundaries that bedevil interprofessional education. onlinelibrary.wiley.com/doi/…

Pedagogy is 'a teacher forming an educative relationship that creates a zone of proximal development where a student can learn to the best of their abilities.' A leading textbook has 28 times as many pages on assessment as pedagogy. Help us reverse that ratio for future editions.

Training & testing med students off the job CANNOT alone ensure patient safety. It CAN ensure a baptism of fire from which new doctors (& patients) don't recover. Only acclimatising students into practice, supportively, will ensure we have enough good doctors. BMJ 2020;371:m4298

Newly published research evidence confirms the pride and prejudice of reviewers, including Reviewer 2. So much for the scholarly value of reviews when they are systematically harsher during winter than summer. See: